Adding Human-Provided Emotional Scaffolding to an Automated Reading Tutor that Listens Increases Student Persistence - Robotics Institute Carnegie Mellon University

Adding Human-Provided Emotional Scaffolding to an Automated Reading Tutor that Listens Increases Student Persistence

Gregory Aist, B. Kort, R. Reilly, Jack Mostow, and R. Picard
Conference Paper, Proceedings of 6th International Conference on Intelligent Tutoring Systems (ITS '02), June, 2002

Abstract

Everyone agrees emotions are important, and some have even built supportive language into their ITSs, such as praise. But what is the effect of such emotional scaffolding, and is it worth including in a system that is already providing cognitive scaffolding? This poster presents the first statistically reliable empirical evidence from a controlled study for the effect of human-provided emotional scaffolding on student persistence in an intelligent tutoring system. We conducted an experiment that added human-provided emotional scaffolding to an automated Reading Tutor that listens.

Notes
(Poster)

BibTeX

@conference{Aist-2002-8473,
author = {Gregory Aist and B. Kort and R. Reilly and Jack Mostow and R. Picard},
title = {Adding Human-Provided Emotional Scaffolding to an Automated Reading Tutor that Listens Increases Student Persistence},
booktitle = {Proceedings of 6th International Conference on Intelligent Tutoring Systems (ITS '02)},
year = {2002},
month = {June},
}